Improving the Methodology for Developing Information Competence of Future Primary School Teachers in The Context of Digital Education

Аннотация

The rapid digitalization of education necessitates a fresh look at teacher training programs, especially with regard to enhancing information competence among future primary school teachers. This article examines the current challenges in teacher education related to the integration of digital tools into pedagogical practice and offers methodological insights on the development of information competence. The research focuses on how different teaching strategies and digital resources can be implemented to foster information-searching and problem-solving skills. The study employed an experimental methodology with a control and experimental group, highlighting how structured exposure to digital resources strengthens future teachers’ technology-based instructional approaches. The findings suggest that a refined methodology, emphasizing both theoretical foundations and hands-on activities, significantly improves the information competence of teacher candidates. The article concludes that a systematic integration of digital resources in teacher education programs positively impacts the pedagogical skills of future primary school teachers, thus contributing to a more dynamic and interactive learning environment for young students. Keywords: Information competence, digital education, teacher training, primary school, methodology development, pedagogical practice. Introduction: The global expansion of information and Much of the existing literature on information communication technologies (ICT) has profoundly competence in education highlights the need to influenced contemporary education systems, integrate digital tools and strategies throughout prompting a re-examination of how teachers are teacher training programs. However, gaps persist in prepared to meet the demands of a digital learning terms of how these tools should be introduced and environment. In particular, future primary school contextualized to effectively meet the developmental teachers bear a fundamental responsibility for shaping needs of teacher candidates. In primary education, the the first formal educational experiences of young importance of these skills is amplified because digital learners, making their competence in utilizing digital platforms can inspire learner engagement and facilitate resources critical. Despite growing awareness of the differentiated instruction. Teacher candidates must be importance of digital skills, the concept of “information prepared to critically assess digital resources, adapt competence” remains multifaceted, encompassing the them to specific learning objectives, and ensure that ability to efficiently locate, evaluate, and integrate their students cultivate essential digital literacy from an information from diverse sources into the teaching and early stage. learning process. This competence is vital for teachers This study addresses the methodological shortcomings who are expected not only to keep pace with in developing information competence, focusing on technological advancements but also to seamlessly how to systematically integrate digital technologies incorporate such tools into their instructional within teacher education courses. The main hypothesis strategies. is that a refined methodology—one that incorporates International Journal of Pedagogics 46 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) regular hands-on practice, reflective tasks, and purpose of the study, and ethical approval was continuous assessment—will substantially enhance the obtained from the university’s review board. In terms information competence of future primary school of data analysis, quantitative results were processed teachers. To examine this, the study conducts an using descriptive and inferential statistics to determine experimental design based on a comprehensive if there were significant differences between control framework that identifies critical competencies needed and experimental groups. Qualitative data underwent for the contemporary digital classroom. thematic coding, identifying key themes related to instructional design, digital resource management, and This research was conducted following the IMRaD shifts in participants’ perceptions of their professional structure to ensure clarity and replicability. An roles. By merging both quantitative and qualitative experimental design was selected to evaluate the findings, the research provides a nuanced perspective impact of a newly proposed methodology for on the effectiveness of the proposed methodology and developing information competence among future sheds light on how future improvements can be made primary school teachers. Participants were recruited to teacher training programs. from undergraduate programs in teacher education at a mid-sized university. They were divided into two Analysis of the quantitative data indicated a statistically groups: a control group following a standard teacher significant differen